a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. 1.1 Physical and chemical properties and changes.1.3 The three normal states of matter in terms of energy, particle motion, and phase transitions.
2.7 Nuclear fission and nuclear fusion. 6.4 The law of conservation of energy; endothermic and exothermic processes.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? Endo/exo is incorporated in intro physics as well as in chemistry, both in the thermodynamics unit. Phase change is also incorporated in thermodynamics as well as in matter . Fission and fusion are incorporated in the nuclear unit d. What instructional activities did you use during the last school year to teach your students?
I have been trying to incorporate more and more student centered activities. I tried incorporating more activities that incorporated web 2.0.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
<Add Stage 1 activity here> Stage 1 Activity: Objective: To create a video lesson for endo/exothermic reactions
Activity type: Knowledge Expression Activity Type: Present or Demonstrate
Instructions: Using all the information gained in in this unit create a 3-5 minute review video lesson.
Each group will be responsible for the following:
a 3-5 minute presentation on the topic made through educreations (www.educreations.com)
Once you have created your presentation you will email me the embed code. All the presentations will then be embedded into the class wiki. Each period will have its own page.
Sample questions with answers (part of the presentation)
5 multiple choice questions that will be made into this units online quiz
include hints or tricks for reviewing/remembering (mnemonic devices etc)
Answer the following questions Define endothermic and exothermic in your own words. Classify each of the following as an exothermic or endothermic process. Melting ice cubes
Burning a candle Evaporation of water Baking Bread Splitting a gas molecule apart Formation of snow in clouds
Hi Sam- I like the idea of having students create a review video because it forces them to think about what is important from the unit and also gives them opportunity to use a tech tool. This gives them some ownership and motivation to prepare for the quiz also because you indicate their questions will become the quiz. Some questions: How many groups will there be per class? Also, how, when where are they doing the quick assessment/classification? Is that part of what's included in their video? It doesn't seem so. One suggestion, though maybe you already do this, is to have students evaluate themselves and group members using a group participation rubric. Good wrap up. -Maura
Workshop 5 - Developing and Using Web 2.0 Assessment Information
For this project you will create an online poster using Glogster (www.glogster.com).
In the poster you must explain the following objectives:
Define Chemical reaction
List evidence needed in order to determine if a chemical reaction has occured
Define endothermic
Define exothermic
Give an example of an endothermic process and of an endothermic reaction
Give an example of an exothermic process and of an exothermic reaction
Your glogster must have the following components:
At least 1 video/movie clip (can be from the internet of homemade) or music (sound)
wallpaper
at least 3 related images
at least 6 text boxes
include at least 1 link
Workshop 6 - Scientific Investigations
Black Box Investigation In groups, students will read the visible words on the box.
Students should discuss the meanings of the words that they are familiar with and try to make connections between the words.
Students should post responses to edmodo. They will also be required to respond to at least one postings made by classmates.
Materials: paper, scissors, tape/glue, activity cube template, Internet access
Stage 2 Activity: adapted from a lesson created by Amanda Rivera and Sam Hoyo Objective:
Students will be able to:
• quantify properties of bonding (bond enthalpy and lattice energy)
• use bond enthalpy and Hess’s Law to calculate enthalpies of reaction
• convert between energy units
• differentiate between endothermic and exothermic processes
Standard:
4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding.
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
Misconceptions:
Endo and exothermic "energy" is different Task:
The purpose of this activity is to link knowledge of bond properties and chemical reactions to thermochemistry concepts and to give you an appreciation for the magnitude of the amount of energy consumed or released in various chemical structures and processes. Procedure:
Using the larger strip of butcher block paper, create a scale with two parallel, horizontal axes. The top axis must be in kJ and range from 150 kJ to 5000 kJ. The lower axis must be in dietary calories (Cal). Leave room to write above and below each axis. Have your instructor check your graph before moving forward.
Using your textbook or the CRC, look up and/or calculate the enthalpies for the following substances and processes. Write their names, formulas, equations (for reactions) and respective enthalpies on the respective color coded card. All enthalpies should be reported in kJ/mol. Remember to take direction of heat flow into account.
Bond Enthalpies – Pink Cards
Bond Type
Structure
Bond Enthalpy (kJ/mol)
I-I single bond
C-H single bond
C-C single bond
C-C double bond
C-C triple bond
Lattice Energies – Green Cards
Compound
Formula
Lattice Energy (kJ/mol)
sodium chloride
lithium chloride
magnesium chloride
calcium oxide
Reactions – Yellow Cards: Look up or utilize heats of formation, bond enthalpies or Hess’s Law to determine the enthalpy changes for the following. Clearly show calculations separately.
Process
Equation
Method
Enthalpy (kJ/mol)
vaporization of water
synthesis of ethane from carbon and hydrogen
zinc and hydrochloric acid
combustion of methane
combustion of octane
diamond from graphite
metabolism of tristearin
Food – White Cards: Find a food equivalent for at least two of the substances in each of the three categories listed above. Print out or draw an image of it, place it on a card and add it to your energy wall.
Predictions – Orange Cards: *Do not complete this portion of the activity until after the class discussion.* Pick a substance or a chemical process not yet discussed and guesstimate where that card will fall on your energy wall. Place the card on the wall and then look up the true value. What about your reasoning was correct or incorrect? Grouping: Randomly put students into groups
Assessment: This activity will be assessed in two ways. First, the students will be expected to analyze their energy walls and come up with a pattern or an interesting observation about what they see occurring. They must then present this finding to the class using the Claim, Evidence, Reasoning (CER) model in the form of a prezi or glogster. These presentations will lead to a class-wide discussion of enthalpy, bonding and chemical reactions. The second mode of assessment is for the student to, individually, write a one or two paragraph statement that summarizes what was done in the activity, what was learned and how the activity connects to another part of the curriculum and will then post on their edmodo page..
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Sam Hoyo
Lesson Title: Chemical Energy Wall
Grade Level: 11/12 (AP Chemistry)
State Standards:
4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding.
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process. Lesson Question:
Introduction: Remember that a chemical bond is an attraction between atoms that allows the formation of chemical substances that contain two or more atoms. Bonds can be created by either an electrostatic attraction between oppositely charged ions (ionic) or by a sharing of electrons (covalent). Chemical bonds vary in strength depending on bond type and bond order. This activity is to help you reinforce that idea, by placing different bonds on an energy wall which will allow you to have a visual representation of how bond strengths differ. In addition to looking at individual bonds we must take this idea one step further by looking at the way that bonds interact in a chemical reaction to form new substances. Recall that you can use heats of formation, Hess’s Law and bond enthalpies to determine heats of reaction.
Task:
The purpose of this activity is to link knowledge of bond properties and chemical reactions to thermochemistry concepts and to give you an appreciation for the magnitude of the amount of energy consumed or released in various chemical structures and processes.
Process (include all steps of the lesson procedure):
Using the larger strip of butcher block paper, create a scale with two parallel, horizontal axes. The top axis must be in kJ and range from 150 kJ to 5000 kJ. The lower axis must be in dietary calories (Cal). Leave room to write above and below each axis. Have your instructor check your graph before moving forward.
Using your textbook or the CRC, look up and/or calculate the enthalpies for the following substances and processes. Write their names, formulas, equations (for reactions) and respective enthalpies on the respective color coded card. All enthalpies should be reported in kJ/mol. Remember to take direction of heat flow into account.
Bond Enthalpies – Pink Cards
Bond Type
Structure
Bond Enthalpy (kJ/mol)
I-I single bond
C-H single bond
C-C single bond
C-C double bond
C-C triple bond
Lattice Energies – Green Cards
Compound
Formula
Lattice Energy (kJ/mol)
sodium chloride
lithium chloride
magnesium chloride
calcium oxide
Reactions – Yellow Cards: Look up or utilize heats of formation, bond enthalpies or Hess’s Law to determine the enthalpy changes for the following. Clearly show calculations separately.
Process
Equation
Method
Enthalpy (kJ/mol)
vaporization of water
synthesis of ethane from carbon and hydrogen
zinc and hydrochloric acid
combustion of methane
combustion of octane
diamond from graphite
metabolism of tristearin
Food – White Cards: Find a food equivalent for at least two of the substances in each of the three categories listed above. Print out or draw an image of it, place it on a card and add it to your energy wall.
Predictions – Orange Cards: *Do not complete this portion of the activity until after the class discussion.* Pick a substance or a chemical process not yet discussed and guesstimate where that card will fall on your energy wall. Place the card on the wall and then look up the true value. What about your reasoning was correct or incorrect?
Conclusion: Take a few minutes to analyze your wall. See if you notice any patterns or correlations to previously discussed chemical phenomena. Make a list of these items and, as a group, decide on one of these discoveries to focus on. State your claim and defend it with the Claim, Evidence and Reasoning model. (See rubric below). You will present findings.
Assessments: This activity will be assessed in two ways. First, the students will be expected to analyze their energy walls and come up with a pattern or an interesting observation about what they see occurring. They must then present this finding to the class using the Claim, Evidence, Reasoning (CER) model in the form of a prezi or glogster. These presentations will lead to a class-wide discussion of enthalpy, bonding and chemical reactions. The second mode of assessment is for the student to, individually, write a one or two paragraph statement that summarizes what was done in the activity, what was learned and how the activity connects to another part of the curriculum and will then post on their edmodo page.
Workshop 2 - MCAS & Curriculum Mapping
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
1.1 Physical and chemical properties and changes.1.3 The three normal states of matter in terms of energy, particle motion, and phase transitions.
2.7 Nuclear fission and nuclear fusion.
6.4 The law of conservation of energy; endothermic and exothermic processes.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
Endo/exo is incorporated in intro physics as well as in chemistry, both in the thermodynamics unit.
Phase change is also incorporated in thermodynamics as well as in matter .
Fission and fusion are incorporated in the nuclear unit
d. What instructional activities did you use during the last school year to teach your students?
I have been trying to incorporate more and more student centered activities. I tried incorporating more activities that incorporated web 2.0.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
(Download Details - 150KB)
<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
http://prezi.com/dfsdx-o9fbxg/exothermic-vs-endothermic-reactions/
http://www.chem.umn.edu/outreach/EndoExo.html
http://reviewgamezone.com/game.php?id=9640
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: To create a video lesson for endo/exothermic reactions
Activity type: Knowledge Expression Activity Type: Present or Demonstrate
Instructions:
Using all the information gained in in this unit create a 3-5 minute review video lesson.
Each group will be responsible for the following:
Once you have created your presentation you will email me the embed code. All the presentations will then be embedded into the class wiki. Each period will have its own page.
Online component:
http://www.educreations.com/
Classroom materials:
ipads
Assessment:
Answer the following questions
Define endothermic and exothermic in your own words.
Classify each of the following as an exothermic or endothermic process.
Melting ice cubes
Burning a candle
Evaporation of water
Baking Bread
Splitting a gas molecule apart
Formation of snow in clouds
Hi Sam- I like the idea of having students create a review video because it forces them to think about what is important from the unit and also gives them opportunity to use a tech tool. This gives them some ownership and motivation to prepare for the quiz also because you indicate their questions will become the quiz. Some questions: How many groups will there be per class? Also, how, when where are they doing the quick assessment/classification? Is that part of what's included in their video? It doesn't seem so. One suggestion, though maybe you already do this, is to have students evaluate themselves and group members using a group participation rubric. Good wrap up. -Maura
Workshop 5 - Developing and Using Web 2.0 Assessment Information
For this project you will create an online poster using Glogster (www.glogster.com).
In the poster you must explain the following objectives:
- Define Chemical reaction
- List evidence needed in order to determine if a chemical reaction has occured
- Define endothermic
- Define exothermic
- Give an example of an endothermic process and of an endothermic reaction
- Give an example of an exothermic process and of an exothermic reaction
Your glogster must have the following components:Workshop 6 - Scientific Investigations
Black Box Investigation
In groups, students will read the visible words on the box.
Students should discuss the meanings of the words that they are familiar with and try to make connections between the words.
Students should post responses to edmodo. They will also be required to respond to at least one postings made by classmates.
Materials: paper, scissors, tape/glue, activity cube template, Internet access
Stage 2 Activity:
adapted from a lesson created by Amanda Rivera and Sam Hoyo
Objective:
Students will be able to:
• quantify properties of bonding (bond enthalpy and lattice energy)
• use bond enthalpy and Hess’s Law to calculate enthalpies of reaction
• convert between energy units
• differentiate between endothermic and exothermic processes
Standard:
4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding.
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
Misconceptions:
Endo and exothermic "energy" is different
Task:
The purpose of this activity is to link knowledge of bond properties and chemical reactions to thermochemistry concepts and to give you an appreciation for the magnitude of the amount of energy consumed or released in various chemical structures and processes.
Procedure:
Bond Enthalpies – Pink Cards
Lattice Energies – Green Cards
Reactions – Yellow Cards: Look up or utilize heats of formation, bond enthalpies or Hess’s Law to determine the enthalpy changes for the following. Clearly show calculations separately.
Food – White Cards: Find a food equivalent for at least two of the substances in each of the three categories listed above. Print out or draw an image of it, place it on a card and add it to your energy wall.
Predictions – Orange Cards: *Do not complete this portion of the activity until after the class discussion.* Pick a substance or a chemical process not yet discussed and guesstimate where that card will fall on your energy wall. Place the card on the wall and then look up the true value. What about your reasoning was correct or incorrect?
Grouping:
Randomly put students into groups
Web 2.0 online component:
Prezi or glogster/
edmodo
Classroom materials:
• butcher block paper for the energy wall diagram
• Post-it© or cards of different colors
• calculator
• internet/CRC/chemistry textbook
Assessment:
This activity will be assessed in two ways. First, the students will be expected to analyze their energy walls and come up with a pattern or an interesting observation about what they see occurring. They must then present this finding to the class using the Claim, Evidence, Reasoning (CER) model in the form of a prezi or glogster. These presentations will lead to a class-wide discussion of enthalpy, bonding and chemical reactions. The second mode of assessment is for the student to, individually, write a one or two paragraph statement that summarizes what was done in the activity, what was learned and how the activity connects to another part of the curriculum and will then post on their edmodo page..
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Sam Hoyo
Lesson Title: Chemical Energy Wall
Grade Level: 11/12 (AP Chemistry)
State Standards:
4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding.
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
Lesson Question:
Introduction:
Remember that a chemical bond is an attraction between atoms that allows the formation of chemical substances that contain two or more atoms. Bonds can be created by either an electrostatic attraction between oppositely charged ions (ionic) or by a sharing of electrons (covalent). Chemical bonds vary in strength depending on bond type and bond order. This activity is to help you reinforce that idea, by placing different bonds on an energy wall which will allow you to have a visual representation of how bond strengths differ. In addition to looking at individual bonds we must take this idea one step further by looking at the way that bonds interact in a chemical reaction to form new substances. Recall that you can use heats of formation, Hess’s Law and bond enthalpies to determine heats of reaction.
Task:
The purpose of this activity is to link knowledge of bond properties and chemical reactions to thermochemistry concepts and to give you an appreciation for the magnitude of the amount of energy consumed or released in various chemical structures and processes.
Process (include all steps of the lesson procedure):
Bond Enthalpies – Pink Cards
Lattice Energies – Green Cards
Reactions – Yellow Cards: Look up or utilize heats of formation, bond enthalpies or Hess’s Law to determine the enthalpy changes for the following. Clearly show calculations separately.
Food – White Cards: Find a food equivalent for at least two of the substances in each of the three categories listed above. Print out or draw an image of it, place it on a card and add it to your energy wall.
Predictions – Orange Cards: *Do not complete this portion of the activity until after the class discussion.* Pick a substance or a chemical process not yet discussed and guesstimate where that card will fall on your energy wall. Place the card on the wall and then look up the true value. What about your reasoning was correct or incorrect?
Conclusion:
Take a few minutes to analyze your wall. See if you notice any patterns or correlations to previously discussed chemical phenomena. Make a list of these items and, as a group, decide on one of these discoveries to focus on. State your claim and defend it with the Claim, Evidence and Reasoning model. (See rubric below). You will present findings.
Assessments:
This activity will be assessed in two ways. First, the students will be expected to analyze their energy walls and come up with a pattern or an interesting observation about what they see occurring. They must then present this finding to the class using the Claim, Evidence, Reasoning (CER) model in the form of a prezi or glogster. These presentations will lead to a class-wide discussion of enthalpy, bonding and chemical reactions. The second mode of assessment is for the student to, individually, write a one or two paragraph statement that summarizes what was done in the activity, what was learned and how the activity connects to another part of the curriculum and will then post on their edmodo page.
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Claim Evidence Reasoning rubric
http://www.nsta.org/elementaryschool/connections/201104ClaimsEvidenceRubric.pdf
Teacher Notes: